Match the Time - Tools 4 NC Teachers | Math Science ...



Measuring TimeIn this lesson, students explore time concepts, including understanding the duration of a second and a minute. NC Mathematics Standard(s):Solve problems involving measurement.NC.3.MD.1 Tell and write time to the nearest minute. Solve word problems involving addition and subtraction of time intervals within the same hour.Standards for Mathematical Practice:Make sense of problems and persevere in solving them.Reason abstractly and quantitatively.Construct viable arguments and critique the reasoning of others.Model with mathematics.Use appropriately tools strategically.Attend to precision.Look for and make use of structure.Student Outcomes:I can see that the hour hand is shorter and the minute hand is longer on an analog clock.I can see that a clock is split up into 12 sections and each section is worth 5 minutesI can see that the hour hand moves forward one clock number every hour.I can see that a minute hand moves forward one tick every minute and it moves forward one clock number every 5 minutes.I know that when the minute hand completes one trip around the clock, one hour has passed.I can determine the number of minutes in hours and half hours.I can count by fives after the hour and before the hour.I can state a time on a clock and also show a time using both analog and digital clocks.I can determine start time and end time to the hour and nearest minute on digital and analog clocks.I can tell experiences about time such as when to arrive at school and when to go to soccer practice.I understand that we measure time using seconds, minutes, hours, days, weeks, months, years, etc.Materials:Large Analog clock on wall in view of studentsA large demonstration clock with moveable handsTimerSmall analog clocks with movable hands for students (Students may also make clocks using paper plates)Blank Clock (handout)Word problems that include timeBlank clock faceHandoutsAdvance Preparation:Students tell time to an hour and half hour on a digital or analog clock.Students can count to 60 by ones, showing minutes; by fives showing 5 minutes intervals, and 10s showing 10, 20, to 60 minutes on a clock.Students tell and record time in hours and half-hours using analog and digital clocks.Students share start times and end times of favorite TV programs, games, etc.Directions:Note: Time is more abstract and is often taught as a rote skill. Students may have limited clock experiences. Sequencing of events, duration and relationships of time periods, basic units of time, and identifying important times are mathematically challenging ideas that students must struggle to make sense. Many students may link those ideas to their own direct experiences.Telling time is an important skill for students to learn. Reading a clock face accurately, finding and understanding the passage of time, sequencing events, duration of time periods, relationships among time periods, knowing basic units of time and identifying important times and how long until or since they happen. Students will need clocks. If small clocks are not available, students can make clocks using paper plates.Ask students how many numerals are on the face of a clock?Students may have a great deal of difficulty understanding that the numbers on the clock represent both the hour and the minute.Students need to know the hour hand is shorter; the minute hand is larger.Review time with students to the nearest hour, nearest half hour and the nearest minute. Provide opportunities for students to find the time the class goes to lunch, music, home, etc.)AM time is from midnight (12:00) to 11:59 (one minute before noon). At noon, it becomes PM, and PM time is from noon (12:00) to 11:59 (one minute before midnight).Examples: Ask students to find the following different times on their clocks. Ask students to take turns explaining how he/she found the time on the clock. (Teacher should adjust times based on the knowledge of students.)(3:12; 2:05; quarter to six; 12:55; 5:35; 11: 50 etc.)As a class, focus on counting by 5s from 10:15 to 10: 35. If you start reading at 1:20 and read for 25 minutes, what time will you stop? Again, ask students to count by 5s, to find the end time.Ask If I start practicing soccer at 8:15 and I practice for 35 minutes, what time is my practice over? Again, ask students to count by 5s. (Some may need many examples.)Write 2:12 where students can see the time. Ask students to show the time on their clock. Ask: How did you know where to put the small hand? Where to put the large hand?Ask students to set their clocks at 12:25. Some people call this 12:25. What might others say for the time? (25 minutes after 12) What might people say for 12:50? (ten minutes before 1)Personal Benchmarks for One-Second and One-Minute: Enclosed is a handout describing ideas to support students in developing benchmarks for one second and one minute. Teachers have lots of ideas of ways to modify the activity based on students’ experiences.Questions to Pose:Before:Have you had experiences finding time on an analog clock? Explain what you know.How would you describe the differences between an analog clock and a digital clock?Which hand on the clock is the hour hand? Explain how you know.What is difficult about finding time? DuringDescribe the differences between the hour hand and the minute hand on a clock.Describe how you count by interval of 5s. Are you able to count by 10 minute intervals?When do you need to know what time it is? AfterHow would you describe the time of a second and the time of a minute?If you spend 75 minutes watching a movie, what is another way you can write 75 minutes? (1 hour and 15 minutes)What strategies do you use when finding the time on a clock?Possible Misconceptions/Suggestions:Possible MisconceptionsSuggestionsStudents confuse the hands on a clock.Students are confused with the numbers on a clock representing hours and minutes.Students need daily opportunities to tell time on a clock – using minute hand and hour hand.Use a clock on paper. Students might have clocks that show hours. Students later place marks to show seconds between the hour.Students write on the outside of the clock.5, 10, 15, 20 etc. This show that each number on a clock stand for 5 minutes.Between numbers 12 to 1 as 1, 2, 3, 4, 5, andfrom 1 to 2 as 6, 7, 8, 9, 10 etc. (These number represent 60 minutes in one hour. Later students see the 5s on a clock using multiplication.Special Notes: Many students only see analog clocks in school. They can read time from digital clocks, phones, computers, etc.Solutions: Students need daily experiences telling time using an analog clock. There should be an analog clock in every classroom. Time should be included daily and throughout the year. Students figure out how long to lunch, gym, etc. Students need many opportunities to county by 5s.Personal Benchmarks for One-Second and One-Minute Ideas for TeachersOne purpose of this activity is to give all students opportunities to develop personal benchmarks for one-second and for one-minute time spans.Goal: Students will develop personal referents for one second and for one minute.Students will see the relationship between seconds and minutes.Ask students:What can you do in one second? (Possible ideas: Blink your eye, clap once, jump, pick up your pencil, snap your fingers once, etc.)Work with partners/small groups to make a list of what you can do in one second. Share ideas.Using a stopwatch or a timer with a second hand, time 10 students. Each student will do something for one second. After each student completes his/her task, 10 seconds should have passed. This activity can be repeated, including more students.Ask the class to watch the second hand and count, as a class, how many times it moves while traveling all the way around the clock. After several repetitions, students should notice that it always takes sixty seconds. Be sure students understand that 60 seconds is also one minute.What can you do in one minute? (60 seconds). Ask students for ideas. Have the entire class experience some one-minute activities. Students might put their heads on their desk and raise their hand when they think one minute has passed; snap their fingers, jumping jacks, hop on one foot, stand up and sit down, walk around the room, running in place, write their name over and over, etc.How many X’s can you write in one minute? Ask students to predict. Teacher records the guess for each student.Teacher will time the students for one minute. Teacher tells students they will write as many X’s as they can in one minute. Teacher tells students when to start and when to stop.Each student compares their estimate to the number of Xs they recorded. Allow time for discussion.Students should understand that a minute is a standard measurement unit and therefore always equal the same number of seconds.Students should realize that one revolution around the clock face takes sixty minutes or one hour.Match the TimeNAME: DATE: Students may work in pairs:Match the Answers1. The time between 2:45 and 3:00.2. The time recess starts on Monday to the time recess starts on Tuesday.3. The time between 7:30 and 8:00.4. The time at 11:15.5. The time it takes for the minute hand to move from the 3 on the clock to the 4.6. The time it takes for the second hand to move around the clock once.7. The time it takes for the minute hand to move around the clock once.Answers1 day1 hour1 minute1 quarter hour1 half hourquarter after 115 minutesFavorite ShowsNAME: DATE: Favorite Television Shows: Provide TV schedules. Students may know schedules or find schedules in the newspaper or TV guide. Students might also look up TV schedules on the ProgramStart TimeEnd TimeHow Long Did the Program Last? (minutes and hours)Geoff watched a Scooby Doo movie. The movie started at 4:00 pm and ended at 5 pm. There were three 5-minute ads during the movie. How much time did Geoff actually watch the movie?Work with a partner or a small group to write one or more problem using elapsed time. Solve your problem using a number line. Be prepared to share with the class. ................
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